This is a project I did on Cognitive Information Processing for my Psychology of Learning class.

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2. What is working memory?
“Information selected for further processing
comes to the working memory. At this stage,
concepts from long-term memory will be
activated for use in making sense of the
incoming information.”(Driscoll, p. 87)
In order to ensure the information is
transferred to your long-term memory, two
processes come in to play.

3. Rehearsal and encoding
http://www.education.com/reference/article/inform
ation-processing-theory/

4. REHEARSAL
Rehearsal has been proven to be an
effective way of remembering
information. Rehearsal is used often
to remember phone numbers,
definitions, names, songs, and more.
On the next slide, please enjoy an
example of rehearsal in order to retain
certain information(spelling new
words).

5. Learning to spell colors

6. encoding
“Encoding refers to the process of
relating incoming information to
concepts and ideas already in memory
in such a way that the new material is
more memorable.”(Driscoll, p. 89)
Many people use Mnemonics during the
encoding process.

7. Mnemonics
Mnemonics is
when you use
a list of letters
to create a
sentence
structure to
help process
information.

8. Examples of mnemonic learning
Learning the planets Learning directions
“My Very Early “Never Eat Salty
Morning Jog Starts Worms.”
Up Near Penshnup”
North, East, South,
Mercury, Venus, Earth,
Mars, Jupiter, West
Saturn, Uranus,
Neptune, Pluto

9. Long term memory
Episodic memory Semantic memory

10. Storage of information
*Network Models of LTM
*Feature Comparison Models of LTM
*Propositional Models of LTM
*Parallel Distributed Processing Models of LTM
*Dual-Code Models of LTM

11. Retrieval of learned information
Different processes may be used to
retrieve learned information. These
processes may be used by recalling
information, recognizing it, or by
something called encoding specificity.

12. Encoding specificity
“Have you ever been upstairs, wanted something that is
downstairs, gone downstairs and then forgotten what
you wanted? In fact, it is only when you go back
upstairs again that you remember what it was that you
wanted.
When you store something in memory, the memory is not
just of the item being stored but also of the context in
which the memory occurred. Recall and recognition
thus may be triggered by elements of the context
being present.”(ChangingMinds)

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14. EXPLANATIONS FOR FORGETTING
FAILURE TO ENCODE FAILURE TO RETRIEVE
This is when a This is when you
person cannot have the
remember information in
something your brain, but
because it was are unable to
never actually access it.
learned.

15. Interference
http://education.calumet.purdue.edu/voc
kell/edPsybook/Edpsy6/edpsy6_forgettin
g.htm

16. helpful tips for learners
*Read carefully and try to relate information to your personal life.
*Review your notes daily.
*Listen carefully and pay attention.
*Use your own words to understand new informaiton.
*Use silly rhymes, songs, or images to help retain information.

17. References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).
Boston: Pearson A and B. Encoding specificity principle. Changing minds
and persuasion -- How we change what others think, believe, feel and do .
Retrieved April 22, 2011, from
http://changingminds.org/explanations/memory/encoding_specificity.ht
m Forgetting. Forgetting. Retrieved April 22, 2011, from
http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy6/edpsy6
_forgetting.htm
Information Services. Information Processing Theory | Education.com.
Education.com | An Education & Child Development Site for Parents |
Parenting & Educational Resource . Retrieved April 22, 2011, from
http://www.education.com/reference/article/information-processing-
theory/